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Lesson Plans

Mary Garcia

Ashford University

ESE 645 Lesson Design for Students With Mild to Moderate Disabilities Instructor: Shaley Klepfer

November 16, 2020

Content Area or Developmental Focus:

Age/Grade of Children:

Length of Lesson:

Goal	Students will learn and utilize self-determination skills.
Objective	· Developing problem-solving abilities. · Enabling students to assume responsibility and control on learning and other aspects. · Cultivate goal-setting capabilities · Improving creativity · Improving the sense of self-awareness.
Standards Included	Students are expected to display self-determination skills by solving learning problems, setting goals and portraying improvement in their creativity.
Materials	Photographs Video clips Self-Assessment The rubric that assesses the final project as well as the presentation skills (can be created by the students or teacher-made)
Introduction	Introduction will take one class period · Monitoring the students’ problem-solving capabilities before the class session. · Determine the students’ progress during the class session. · Place student in groups that interest her. · Ensure the student undertakes tasks and assignments in peer discussion groups. · Brainstorm questions to determine the students’ creativity and self-awareness. · Have students set long-term and short term goals · Monitoring the student’s improvement in self-determination skills after the class session.
Lesson Development:	Students, in groups of two to four, will provide detailed information about themselves and their understanding of their peers. · Students will set individual and group goals · Students will outline similarities in their individual goals. · Students will stipulate the reason beyond the motivation in the development of goals. · The student will use the visual aids of their choice. Students will self-assess themselves with a quick checklist to compare individual and group performance.
Differentiation	Bianca’s learning modifications would align to students with similar needs.
Assessment (Practice/ Checking for Understanding)	· Assessing whether the student has completed the assignment. · Successful Presentation of discussions · Self-Assessment Traditional quiz based on creativity, goal-setting, self-awareness, and control.
Closing	· Determine student understanding of the application of the self-determination skills in learning and other life aspects. · Teacher self-reflection: · What went well? · What needs to be changed? · What should be reviewed? Possible extension activities

Designing a Lesson Plan

Designing the lesson plan requires the consideration of the skills that Bianca needs to learn and the involvement of other group members. Bianca displayed logical decision-making abilities and a lack of control due to undertaken destructive behaviors. However, Bianca is a good visual learner. These materials could be employed in developing an interest in the development of self-determination skills. Reliance on the groups to provide a means of learning these skills enable Bianca to learn how to develop and maintain peer relationships. Through cultivated relationships with classmates, Bianca will develop self-control as she is required to restrain from undertaking harmful activities. However, these discussions and interactions would be under the teacher’s supervision as a means of preventing the possibility of harmful behaviors.

Bianca’s logical decision-making abilities would need cultivation through group interactions. Group members will need to cooperate in the formulation of long-term and short-term goals. Through this cooperation, Bianca can develop the desire to work together and avoiding the aspects that could promote undesirable behaviors. The group would provide an ability for Bianca to develop self-awareness and knowledge of other peers. In groups, the lesson plans require the students to show how well they understand their peers. Through the interaction and presentation, Bianca knows similar interests they could be sharing with their peers, creating a foundation for developing good relationships. As a visual learner, audio, and other visual materials help Bianca develop an interest to cultivate creativity and learn goal-setting. The reliance on visual learning aids provides a means of learning while creating good interactions with classmates (Wehmeyer, 2007). These tools also create a deviation from the student’s destructive behaviors. Following a change in the lesson plans, self-evaluation assessments shall determine a change in goal setting, creativity, self-awareness, and control. Assessments shall compare the student’s capabilities before and after the lesson.

References

Wehmeyer, M. L. (2007). Promoting self-determination in students with developmental disabilities . New York: Guilford.